New research proposes that ADHD may increase the risk of gaming disorder (GD) in college students, hindering academic success and sleep. ¹

The study, published in the journal PLOS ONE, reported that 35.7% of college students with GD display ADHD symptoms compared to 23.3% of students without gaming disorder.

Gaming disorder is a mental health condition marked by excessive and compulsive engagement in Internet games, which can significantly disrupt relationships, school, and work. The behavior must be present for at least 12 months (or shorter in severe cases) to receive a GD diagnosis.

After surveying 383 university students in Lebanon, the researchers determined that ADHD symptoms directly affect academic performance and indirectly increase the risk of GD. Among students classified as high academic performers with GPAs of 3.2 and above, only one met the criteria for symptoms of GD or ADHD.

“The absence of GD and ADHD symptoms among high academic performers suggests that academic engagement and success may be protective factors against these conditions,” the study’s authors wrote. “Alternatively, it may be that the symptoms of these disorders disrupt academic performance, which would be consistent with the negative correlation observed between disorder prevalence and academic excellence.”

Gaming behaviors may distract college students from academics as they prioritize playing video games over studying. The study reported that students with a gaming disorder spend more time gaming on weekdays and weekends than do those without the disorder. “The correlation between GD and gaming hours, particularly on non-school days, suggests that free time may exacerbate gaming behaviors, potentially leading to disorder,” the study’s authors wrote. “This finding has practical implications for the management of GD, as it highlights the importance of structured time and alternative leisure activities as part of the therapeutic approach.” ²

Gaming Disorder Affects College Students’ Sleep Habits

According to the researchers, GD also impacts students’ sleep quality and duration. On average, students with GD sleep 6.1 hours; 64.3% wake up in the middle of the night to game. In comparison, those without GD sleep between 6.8 to 7.2 hours, with negligible nocturnal awakenings for males and none for females.

“The high incidence of nocturnal awakenings in the disordered gaming group (DGG) to continue gaming is a concerning trend that warrants attention due to the critical role of sleep in cognitive function, emotional regulation, and overall health,” the study’s authors wrote. ³

Findings also indicate that ADHD is more predictive of GD in females than in males, though other factors beyond ADHD may contribute to the development of GD, especially in females. These results echo a study published in June 2023 in the Journal of Attention Disorders. That study found a staggering 82% of individuals with GD had ADHD; more than half of the participants with ADHD (57%) had GD. ⁴

Why Gaming Appeals to College Students with ADHD

Why are students with ADHD symptoms more susceptible to gaming and, consequently, gaming disorder?

“From escapism and socialization to competition, video games are highly engaging, reinforcing, and stimulating by design,” said Jeremy Edge, LPC, IGDC, during the 2023 ADDitude webinar, “Addictive Technology and Its Impact on Teen Brains.” “Prolonged, excessive exposure to immediate rewards and dopamine hits in gaming may diminish the number of dopamine receptors in the brain over time, which can lead to tolerance and further stimulation seeking. ⁵ Gamers who are motivated by both escapism and achievement and who consider gaming part of their identity, are most at risk for problematic or disordered gaming.”

While the PLOS ONE study suggests a strong link between ADHD symptoms and GD, the study’s design does not establish causality and relies on self-reported data, which may introduce bias. In addition, the prevalence of ADHD in the sample is also higher than typical epidemiological estimates.

“More longitudinal studies are needed to clarify the causal relationships between ADHD and GD and to track how these relationships evolve,” the study’s authors wrote.

Edge emphasized that anyone showing signs of gaming disorder should talk to a doctor or mental health professional. “While still a growing field, help for technology addiction is available and ranges from psychotherapy and inpatient treatment clinics to recovery programs, support groups, and even medication,” he said.

Sources

¹ Hawai, N., Samaha, M. (2024). Relationships of Gaming Disorder, ADHD, and Academic Performance in University Students: A Mediation Analysis. PLOS ONE. https://doi.org/10.1371/journal.pone.0300680

² Buono, F.D., et al. (2020). Gaming and Gaming Disorder: A Mediation Model Gender, Salience, Age of Gaming Onset, and Time Spent Gaming. Cyberpsychology, Behavior, and Social Networking, 23(9): p. 647–651. https://doi.org/10.1089/cyber.2019.0445

³ Bourchtein, E., Langberg, J.M., Cusick, C.N., Breaux, R.P., Smith, Z.R., Becker, S.P. (2019). Technology Use and Sleep in Adolescents With and Without Attention-Deficit/Hyperactivity Disorder. J Pediatr Psychol. https://doi.org/10.1093/jpepsy/jsy101

⁴ Hong, J. S., Bae, S., Starcervic, V., & Han, D. H. (2023). Correlation Between Attention Deficit Hyperactivity Disorder, Internet Gaming Disorder or Gaming Disorder. Journal of Attention Disorders, 0(0). https://doi.org/10.1177/10870547231176861

⁵ Sussman, C. J., Harper, J. M., Stahl, J. L., & Weigle, P. (2018). Internet and Video Game Addictions: Diagnosis, Epidemiology, and Neurobiology. Child and Adolescent Psychiatric Clinics of North America,27(2), 307–326. https://doi.org/10.1016/j.chc.2017.11.015

With patience and a few tried-and-true strategies, you can help your student harness their enthusiasm and energy in the classroom while minimizing blurting. Use these ideas to spark your next brilliant behavior plan or classroom-management strategy.

1. Try planned ignoring. During a classroom activity, acknowledge students who raise their hands and wait to be called on. (Be sure to repeat this expectation prior to and during the lesson.) When a student who was previously blurting is now raising their hand, call on that student right away, and praise their enthusiastic efforts to contribute while following classroom expectations.

[Get This Free Download: The Daily Report Card for Better Classroom Behavior]

2. Three nods and a deep breath. For students who struggle with waiting their turn to contribute to a conversation (especially when it’s an exciting one that relates to their interests), encourage them to work and refine their patience muscles with a quick exercise: When the urge to blurt comes up before a friend has finished their statement, slowly and slightly nod three times and then take a deep breath before jumping in. Even if the student does end up blurting, it’s the practice of mindfully waiting that counts. This exercise also teaches students to be active listeners.

3. Use self-monitoring tools. Sometimes, students are unaware that they are blurting and how often they engage in the behavior. Self-monitoring tools can raise their awareness (without causing shame) and help control its frequency. My favorite way to use self-monitoring in the classroom is for both student and teacher to track the student’s blurt count for a lesson/period and compare results.

If the blurt tally is the same, then the student gets to pick from the big prize box for recognizing the number of times they blurted. (If the tally is off, you should reward the student anyway for making progress, perhaps by allowing them to pick a smaller prize.)

Over time, once the student’s baseline number of blurts is established, you can set clear goals around limiting those interruptions. If five is the average for a lesson, then aim for the student to blurt no more than three times a lesson. Praise and reward the student, perhaps with additional time for recess for the whole class.

[Read: Impulse Control Strategies for School and Home]

4. Do an environmental check. Thinking critically about the environment in which our students learn is essential to maximize their learning and make sure everyone is on the same page with respect to the classroom rules.

• Review classroom expectations frequently with your students. Make sure that the rules are clear and easy to understand, and write them on the board or keep them on a poster hanging up for all to see. Ensure that students understand when it is okay to talk softly to friends in their desk pod and when it’s time to be absolutely quiet, like during tests.
• Consider seating. Put a student who blurts near your desk or away from other students who also blurt. Consider creating a designated space in your classroom that students can go to if they need to self-regulate to control blurting and other impulsive behaviors.
• Don’t overlook the importance of a clutter-free space. Where is my notebook? Pencil? Last week’s homework assignment? A cleaner environment can reduce these questions, which may come out as blurting. During transition times, have your students take a few minutes to do individualized environmental check to keep organized.
• Check noise levels. Soft music may calm some students, which helps with impulsivity, while others need absolute silence to avoid being “activated.” Think of what works for your students and consider using noise cancelling headphones for students who need quiet.

How to Stop Blurting: Next Steps

• Free Download: Solving Behavior Problems Rooted in Executive Function Deficits
• Read: Disruptive Behavior — Solutions for the Classroom and at Home
• Read: Behavior Problems at School —  A Complete Problem-Solving Guide for Parents

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College prep looks different for teens with ADHD, who often lag behind their neurotypical peers in building the skills needed to navigate and succeed in life after high school. Learn how to assess your teen’s readiness for this forthcoming “solo expedition,” set realistic goals, and foster new and productive habits to support your teen’s transition from high school to college.

In this webinar, we aim to provide a clear roadmap to prepare teens for college, to empower parents, and to offer strategies to strengthen teens’ autonomy and self-reliance. Practical steps, milestones, a launch checklist, and a college timeline checklist will be provided to guide parents and support teens throughout this journey.

In this webinar, you will:

• Learn how to assess your teen’s readiness for the transition to college
• Learn how to help your teen build the skills necessary for independent living and navigating the college experience successfully
• Understand how to set realistic goals and foster new habits to support your teen’s independence
• See the actionable steps you and your teen can take using our easy-to-follow guide

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

College Prep for ADHD Brains: More Resources

• Download: How to Get ADHD Accommodations in College
• Get: The Parents’ Guide to Raising a Teen with ADHD
• Read: College Packing List for ADHD Undergrads
• Read: Half of College Kids Stop Taking Their ADHD Medication. Make Sure Your Teen Isn’t One of Them.

Obtain a Certificate of Attendance

If you attended the live webinar on March 28, 2024, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Laura Barr is an experienced college consultant who has propelled the educational journey of thousands of students from cradle to college. She works with students and their families to set goals and outcomes, empowering individuals to take ownership of their college search process and life choices. The benefits of this process extend far beyond school selection, as they help students develop confidence, perseverance, and a sense of accountability while bolstering communication and understanding between parents and children.

Laura’s expertise stems from decades of experience as an educator, administrator, writer, and instructional coach. She possesses a Master of Education (M.Ed.) in Early Childhood and Elementary Education, a Certified Education Planner (C.E.P.) credential, and a Certificate in Curriculum and Instruction – Student-Centered Coaching. She has launched four fiercely independent children of her own and believes in the transformative influence of education and the power of our youth to uphold democracy. As such, she continues to leverage her knowledge and resources to drive equitable educational opportunities for all.

Listener Testimonials

“Thoughtful points. Loved how it was delivered timely with specific planning steps. Thank you!”

“This was the most informative webinar because it’s exactly what I have been trying to prepare for and improve on with my teen. Laura Barr’s information is going to help us make effective momentum in preparing for college as well as completing high school with decreased stress.”

“Even though my little one is only in the fourth grade, today’s session was great for raising my awareness of some of the skills that I should start trying to instill even now!”

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You meet with your child’s teacher to describe what you’ve observed and to hear their perspective. You bring clearly organized data that tracks how long your child has worked on specific homework or lessons, how long they studied for tests, and how that studying has yielded poorer grades than would be expected. To your surprise, however, the teacher doesn’t seem concerned about possible learning disabilities. In fact, she argues that if your child “tried harder,” their performance would improve.

Response to Interventions (RTI)

Ideally, your child’s teacher would have listened to your concerns and suggested that the district conduct a thorough evaluation of your child’s skills and abilities to rule out any learning differences and determine if interventions are needed. Depending on the findings of this evaluation, your child might be classified as being in need of special education services under the Individuals with Disabilities Education Act (IDEA), the federal law that governs special education services, or, alternatively, as a student in need of accommodations under Section 504.

In some schools, the teacher may tell you that the district has a program that offers interventions to struggling students and tracks the child’s response to these interventions—extra reading or math instruction, for example. This kind of program is called RTI, “Response to Intervention.” RTI can be very effective at offering support and can be all that some children need. But it is not offered in every school and is not always sufficient.

Your Rights, According to IDEA

You don’t think waiting is a good idea, so you make a request, in writing, to your school for a formal evaluation. You note that such an evaluation needs to be conducted within 60 days of your request (or sooner, in some states). But nothing happens. You may be told that the school doesn’t think your child needs an evaluation, or counseled to “wait and see” if the school’s interventions result in improvements. Sometimes, a school won’t schedule an evaluation and it won’t fully explain why.

[Read: The School Evaluation Process – How to Get Formal Assessments and Appropriate Services]

Know that the U.S. Department of Education (ED) rules that rejecting or delaying a request for an evaluation on the basis that a student has not completed an RTI process undermines the evaluation provisions of the IDEA. The ED has explicitly said that RTI cannot be used to delay an evaluation requested by a parent.

The IDEA prescribes remedies when parents disagree with an evaluation conducted by the school, but the law is strangely silent on what happens when the school simply declines to evaluate, with or without giving a reason.

If the school district denies a parental request for evaluation because they do not agree that the child may have a learning disability, the school must provide a written notice to the parents explaining why the school refuses to conduct an initial evaluation and citing the information that was used as the basis for this decision. Parents can challenge this decision through a due process hearing.

[Read: Twice the Challenge – Getting the Right Diagnosis]

Due Process Hearing vs IEEs: Options Explained

The right to an educational evaluation at public expense is a cornerstone of the IDEA, and the law provides that parents have the right to a due process hearing when that right is violated. A due process hearing is a trial type proceeding, conducted before a state hearing officer. The major drawbacks to this path are that parents may need an attorney to navigate the process and that it can take months to get a resolution or decision.

Another option would be to obtain an Independent Educational Evaluation (IEE), a private evaluation paid for by the family, which the school district is required to consider (although not to follow) in making decisions about a student’s eligibility for special education classification and services. The district may pay for an IEE, but only when a district evaluation has been completed and the parents disagree with its findings.

An IEE can be expensive, although some colleges with psychology training programs will offer low-cost evaluations conducted by doctoral students as part of their training. And many private evaluators determine fees on a sliding scale.

Persistence Pays Off

Do not give up on seeking an evaluation by your school when faced with these barriers. You know how hard your child is trying. Let the school know that, if needed, you will file for a hearing to obtain an evaluation and make it clear that you won’t stop until the school steps in to provide your child with the evaluation to which they are entitled.

There may be a “Special Education PTA” in your district, or a local organization that can represent parents at little or no charge. These can help you with strategies and representation so that you can be the “squeaky wheel” on your child’s behalf. And know that even after the evaluation is completed, you will still have to work with the school’s Committee on Special Education or 504 team to have your child properly classified and to craft an effective IEP or 504 Plan to support their learning.

An evaluation is the key to opening the door to a wide array of services and supports. Getting this evaluation may be difficult, but it can be of enormous benefit to your child.

Learning Disability Evaluations: Next Steps

• Free Resource: Fight for Your Child’s Rights at School
• Self Test: Could My Child Have a Learning Disability?
• Read: Dear ADDitude – Why Has My Child’s IEP Been Denied?
• Listen: Your Legal Rights at School

Susan Yellin, Esq. is the Director of Advocacy and Transition Services at The Yellin Center for Mind, Brain, and Education, in New York City.

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Executive function (EF) skills are the mental processes that enable us to plan, focus our attention, remember instructions, stay organized, and successfully manage our time. These skills are crucial for student success, but many children with ADHD, learning differences, and co-existing conditions lag behind in EF.

We will provide educators with the tools they need to teach these skills through an academic lens. Integrating these strategies in a classroom helps all students, those with and without ADHD and co-existing conditions.

In this webinar, you will learn how to:

• Implement clear classroom expectations and routines
• Set up learning management system portals to decrease student questions and limit confusion
• Manage and follow student accommodations (504 Plans and IEPs)
• Incorporate movement in your classroom to improve focus—while avoiding chaos
• Teach students how to advocate for themselves through role play

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the  symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO.

Executive Function Skills for Students: More Resources

• Self-Test: Could Your Child Have an Executive Function Deficit?
• Read: A Classroom Exercise That Teaches Self-Advocacy and Celebrates Differences
• Get: The Ultimate Executive Function Guide
• Read: The Misconceptions That Stifle Students with ADHD

Obtain a Certificate of Attendance

If you attended the live webinar on February 22, 2024, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Brandon Slade is the founder and CEO of Untapped Learning, an executive function coaching organization. Slade was diagnosed with ADHD at an early age, but it wasn’t until college that he fully recognized his brain did not work like those of his neurotypical peers. Since then, Slade’s goal has been to better understand the ADHD brain. After teaching special education for 12 years, he started Untapped Learning. Untapped’s mission is to help students with executive function challenges to develop the skills they need to succeed academically and beyond.

Listener Testimonials

“Amazing! My boys’ school sent out info on this webinar. It was my first exposure to ADDitude, and I am so impressed! Great practical info! And wonderful encouragement, as a parent and homeschooling mom.”

“Absolutely outstanding! You are truly a gifted educator! Thank you for sharing your experiences and knowledge.”

“This was an excellent webinar. The suggestions were clear and concise. So often I find that other webinars out there do not give practical, real-life, implementable advice. This was different and I’m ecstatic to try these with my son (and even myself). Thank you!”

Webinar Sponsor

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Recommended by teachers, loved by students: Time Timer® visual timers display the passage of time with a disappearing colored disk. These powerful tools have been recommended by educators and ADHD experts for over 30 years and are research-proven to help all ages focus – in the classroom and at home. www.timetimer.com 

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For the “project,” she gave each student an index card with a set of unique medical symptoms. The task, due in a week: Research your symptoms and identify the diagnosis. The following week, the teacher had her students quickly read out their symptoms and their diagnostic guesses. Her job was to play doctor and prescribe treatment for each student’s condition.

One student began: “My arm bone is jutting out. There’s swelling and bleeding at the spot. I’m in intense pain. I must have a bone fracture.”

The teacher: “Yes, that’s right! Take an aspirin and come back in a week if you don’t feel better.”

She hurried to the next student, ignoring the confused looks around the room.

[Get This Free Download: 5 Steps to More Forceful ADHD Self-Advocacy]

“I have a really bad headache, a fever, a runny nose, and a sore throat,” said the other student. “I think I have the flu.”

“Correct,” the teacher said. “Take an aspirin and come back in a week if you aren’t feeling better. Next!”

On and on the teacher went, assigning the same treatment, no matter how nonsensical, to the students’ varied conditions and ignoring their objections.

After a few moments (and an uproar across the classroom), the teacher stopped. Now came the time to reveal the real purpose of the project.

[Read: Putting Kids in Charge of Their Learning Needs]

“Here’s the deal,” she said. “Like your index cards of symptoms, each of you has a unique set of strengths and needs. And just as your symptoms require different treatments, each of you needs different things from me to succeed. And my job is to be fair to each of you individually.”

Some people think that fairness, she noted, is giving everyone the exact same thing. But was it fair, she asked the class, to prescribe aspirin for a bone fracture? The class, of course, said no.

Fair, she emphasized, doesn’t mean that everyone gets the same thing. It means everyone gets what they need to be successful. Some may need more support than others, but the result should be the same: Success in the classroom.

“Now, I’m not a mind reader,” she said to the class. “I can’t help you be successful if you don’t tell me what you need. You’re going to have to help me with this.”

Try this simple project with your classroom. In doing so, you’ll cultivate a classroom culture where individual strengths and needs are normalized, not stigmatized, and where students of all abilities feel comfortable advocating for their varied needs to thrive.

Self-Advocacy Activities: Next Steps

• Free Download: 4 Secrets to Motivating Students with ADHD
• Read: Teaching Strategies for Students with ADHD — Ideas to Help Every Child Shine
• Read: 8 Confidence Builders for Kids with ADHD

The content for this article was derived from the ADDitude webinar titled, “Avoiding & Recovering from 2e Burnout: Support for Gifted Students” [Video Replay & Podcast #467] with Mary Ruth Coleman, Ph.D., which was broadcast on August 17, 2023.

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It turns out I was not alone. As a mental health educator and psychoeducator today, I often hear from parents and families about the distress they feel ahead of meeting with their child’s educational support team.

School meetings are critical because they allow us families to gather needed information and promote beneficial changes to a child’s education. Yet, we can feel powerless at times. We may also vicariously experience the trauma and shame associated with disability during these meetings.

So, how can we best support ourselves during an IEP/504 meeting (or any advocacy meeting) so we can fully support our kids? Here are some tips I’ve gathered from families, professionals, and my own parenting experiences over the years:

1. You don’t have to do it alone. IEP and 504 meetings can feel even more daunting if you feel isolated. Remember that you can bring a trusted family member or healthcare advocate with you. Beyond being a calming presence, a relative or trusted friend can help by making sure that you express your key points, stay on track, and ask pointed questions. Your support person can also help you debrief after the meeting.

[Get This Free Download: How to Make School Meetings Count]

2. Write out your questions and concerns ahead of time. Whether you use a phone, laptop, notepad, or an old-school clipboard, jot down any questions that come to mind well before your meeting. Chances are that you have many concerns. Writing down your thoughts will help you to keep organized and to fit your important concerns into the limited time allotted. Also, take notes during the meeting if you want to remember details and worry that you won’t!

3. Go ahead and ask your questions. Just like you might have heard from your favorite teacher growing up: No question is a stupid question. Ask questions, seek clarification, and gather information without worrying about feeling self-conscious. It’s your right.

4. Remember that everyone on the IEP team is trying their best. Most educational professionals are spread thin, overworked, underpaid, and burnt out. Keeping this in mind should help you to communicate with kindness and compassion. If you’re concerned about nervousness giving your speech an unintended edge or otherwise hindering effective communication, try roleplaying with a supportive friend who will give you honest feedback.

5. Commit to following up. You can request a review of your child’s plan at any time. Make sure you collect the contact info of all those in attendance at the meeting so that you can reach out if a new issue arises. Don’t be afraid to express that the plan isn’t working and needs revamping if need be.

[Read: 9 Ways IEPs Fall Apart]

6. Remember, Rome wasn’t built in a day. Be a fierce advocate for your child, but also keep in mind that educational advocacy is a process that takes trial, error, and refinement over time.

Parenting a child with an atypical neurotype isn’t always easy. Advocacy isn’t, either. The silver lining? We grow through meeting challenges. We become stronger and develop more confidence as we become used to the role of advocate. In fighting for your child’s needs, you may find a voice you didn’t know you had.

IEP Meeting Anxiety: Next Steps

• Free Download: Mid-Year Checkup Guide for Students with ADHD
• Read: How Should I Prepare for an IEP Meeting?
• Read: How to Get the ADHD Accommodations Your Child Needs

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Hi TiredinTennessee:

Your daughter’s ADHD may be significantly impacting her decision-making skills in several ways.

First, ADHD often makes it challenging to filter and organize information effectively. This can lead to difficulties in weighing options and making decisions. She may experience decision paralysis if she struggles to prioritize or sequence tasks or choices or because of the sheer volume of information and possibilities.

The executive function challenges inherent in ADHD, such as difficulties in planning, organizing, and managing time, also play a significant role in decision-making overwhelm, as many individuals find it tough to break down complex decisions into smaller, more manageable steps. The constant bombardment of distractions and difficulties maintaining sustained attention may prevent individuals from gathering the necessary information to make reasonable decisions.

ADHD can heighten emotional reactivity and sensitivity to stimuli. In decision-making scenarios, heightened emotions can cloud judgment, making it harder for teens to assess options rationally. This emotional intensity can add another layer of overwhelm to the decision-making process.

[Take This Test: Could Your Child Have an Executive Function Disorder?]

Impulsivity, a hallmark of ADHD, can also play a pivotal role. You may not see it, but your daughter might rush into decisions without fully considering the consequences. This could lead to added stress, decision fatigue, or regret as she faces the repercussions of her impromptu choices.

So, what can you do to help?

Indecisive Child: Solutions

1. Limit Choices

I can’t stress this enough. Offering a wide array of options may seem to be liberating or give your daughter agency, but for kids with ADHD, too many choices can induce decision paralysis. Instead, narrow down choices to a manageable few. For example, two or three options for dinner, two stores to visit, and two television shows to watch, rather than an assortment of possibilities.

2. Establish Routines and Structure

Setting times for certain activities, such as homework, chores, or even specific places for items to go, can reduce the number of decisions needed throughout the day.

3. Break Tasks into Smaller Steps

Big tasks can cause decision fatigue. Help your daughter break large tasks into small, more manageable steps. This approach makes it easier to focus on one step at a time, reducing the burden of how to tackle the whole task simultaneously.

4. Offer Time Limits

This is one of my favorites. Sometimes, setting deadlines for decision-making can be beneficial. Encourage your daughter to make decisions within a specific timeframe. This prevents overthinking and minimizes the stress associated with prolonged indecision.

[Get This Free Download: The Eisenhower Matrix for Prioritization]

5. Use Decision Guides

These really work! You create the frameworks or guides for the everyday choices your daughter faces. For example, if she can’t decide what to wear, create a guide based on weather, activity, or comfort.

6. Move the Decision Making

If shopping in a brick-and-mortar store is too overwhelming, order items to be tried on at home. If your pantry is overflowing with snacks, create one drawer or shelf in your kitchen that belongs solely to your daughter. This practice should help calm her sensory overload and allow her to stay in the moment to decide.

And I saved the best for last.

7. Write Down Past Decisions

I practice this strategy with my students, and I used to do this for my son when he was younger. Here’s how and why it works.

When I can gently remind or show a past decision my students have made that went well for them, it’s easier for them to make a similar decision. For example, for my son, I would write down the scenario at the end of the day, including a description of the situation, his decision, and its outcome (especially if it went in his favor). If a similar scenario appeared a few weeks later, I would show him what I wrote, pointing out the similarities and the decision that worked, and asked if he “Would you consider making the same one now?”

And here’s some food for thought: The only way to get better at something is to practice it. So try to avoid making decisions for your daughter because it may be easier or faster. My favorite “line” to say to my children or students is, “The choice is all yours. And I have all the confidence in the world you’ll make a great one.”

Good luck!

Indecisive Child with ADHD: Next Steps

• Read: Defeating Indecision — Decision-Making Made Easy!
• Q&A: “How Do I Help My Teen Make Better Decisions?”
• Download: Organizing Strategies for Children with ADHD

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

Over the past 10 years, I’ve learned to sew and knit mittens, bake bread, bake sourdough bread (a completely different process), decorate cakes, cook and preserve a variety of foods, make candles, craft homemade lip balm and lotion, and edit with Photoshop. I volunteered with Big Brothers Big Sisters, ran four half marathons and three full marathons, did a triathlon, and a (maybe ill-advised) mountain race, all as I earned a master’s degree.

I’m on a side quest right now. I am writing a biology unit even though my school doesn’t currently offer a biology class. Should I devote my time to other lessons? Probably. But I tend to plan my lessons as they come to me. I’ve learned that my best work comes when I follow my creative instincts. Even if I forced myself to work linearly, I know it would result in subpar lesson plans.

[Read: Why the ADHD Brain Chooses the Less Important Task]

I don’t list these side quests, many of which I consider accomplishments, to brag, (I am not particularly good at any of the above) but to emphasize that if anyone knows about ADHD side quests – the good and the not-so-good parts of them – it’s me. I can’t tell you how many times I’d set out to do something, like clean my kitchen, only to spend that time doing anything but, like perfecting my baking skills. As frustrating as it is to stray from my intentions (I ended up with yummy bread and a dirtier kitchen), I firmly believe that all the side quests I’ve embarked on have served me in the long run. I also know that this breadth of learning is only possible when I lean into my ADHD.

What’s Life – and Learning – Without Side Quests?

While funny, the ADHD meme suggests that side quests and non-linear paths are ultimately wasteful. It’s a mentality I see in the field of education, which is quick to discourage and even punish side quests and non-linear approaches. Students are largely taught to complete the main quest using only a handful of accepted procedures, without room for detours. It’s a mentality that negatively affects students who learn differently, including students with ADHD, who come to learn to view their condition as an impediment to academic success.

Side quests, I say, are not wasteful. Even within video games, you can earn rewards for playing side quests and gain skills that eventually aid in completing the main quest. If you shut off the game after finishing a handful of side quests, without so much as attempting the main quest, you would still consider it a success, if not a good time.

How can we bring this approach to learning? I have a few ideas.

[Read: Stifled Creativity and Its Damaging Impact on the ADHD Brain]

1. Recognize that success and learning come in many forms. Point A to Point B may work for some students, but some of us need to stop at Points C through F, with a layover at stoichiometry and a quick detour to the American Revolution.

2. Provide opportunities to go down the rabbit hole. We should encourage students to take tangents and scratch those exploratory itches. My students get two days at the end of each term for digging deeper into a topic that was particularly interesting to them and then sharing with the class. It’s an opportunity to hyperfocus that also increases engagement, and it teaches students to view tangents and side quests in a positive light.

3. Reframe mistakes as opportunities for growth and learning. Mistakes and snags are part of learning (we can even consider them as side quests of their own), but it’s not always pleasant to brush up against them, whether they happen on side quests or the main quest. Take a page from video games, where failure doesn’t really exist and mistakes aren’t the end of the world. You may lose the round, but you’re allowed to play and play, using what you’ve learned until you get it right and move on to the next level.

How to Engage Students: Next Steps

• Read: “How Teachers Can Initiate and Promote Inclusive Education”
• Read: “Why Curious, Questioning Students are Highly Underrated”
• Read: How to Encourage Creativity in Children with ADHD

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First of all, I’m very sorry that this happened to your son. I remember going to an IEP meeting for one of my twice-exceptional students, a brilliant young man who had tremendous difficulty with written assignments. A lack of appropriate accommodations caused him to burn out, so we called a meeting. I remember saying to the team of teachers sitting around, “Are you literally trying to make sure this child cannot be successful in your classroom? Because that’s what it feels like to me.”

In your child’s case, an effective way to incorporate burnout prevention in his IEP is by ensuring that task analysis be done on all assignments. Task analysis — or breaking down a task into smaller, more manageable steps — is crucial for managing overwhelm.

[Read: “Are Your High-Achieving Students Burning Out? Why It’s Critical to Know.”]

With this type of accommodation, your child’s teachers can break down a big research project, for example, into smaller, concrete tasks that keep your child motivated. Step One can be identifying the research topic. Step Two can be submitting a list of resources and websites your child will consult for the research project. Step Three can be preparing an outline, then a draft followed by feedback and another draft, and so on until the project is successfully completed. Each step and corresponding deadline must be identified and laid out in your child’s calendar well before the project even begins. Checkpoints should also be worked in; these help to raise flags to teachers if your child goes off track and needs additional support.

How far apart to space these tasks will depend on their nature and how they relate to your child’s strengths and areas of need. Even then, extended time on a task — beyond a two-day extension — might be necessary for your child.

Especially in advanced classes, it’s often difficult for teachers to understand that the timelines they propose for accomplishing various tasks are not reasonable for every student. I’ve had teachers say, “If I give one student extra time, I’m going to have to give the whole class extra time.” My response, which I suggest you use: “What do you want? Do you want excellent, or do you want fast?”

Academic Burnout Prevention: Next Steps

• Read: When Gifted Kids Burn Out — How to Support Twice-Exceptional Students
• Read: Unlocking the Potential of Gifted Kids with ADHD
• Read: “I Grew Up Gifted and Autistic — and Suffered the Burnout of Twice Exceptionality”

The content for this article was derived from the ADDitude webinar titled, “Avoiding & Recovering from 2e Burnout: Support for Gifted Students” [Video Replay & Podcast #467] with Mary Ruth Coleman, Ph.D., which was broadcast on August 17, 2023.

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Many neurodivergent young adults who are new to living on their own may struggle initially with their newfound independence. The executive function skills required to manage issues related to work, ADHD treatment, finances, social relationships, housing, and healthcare, without immediate scaffolding from their parents, can present challenges that undermine success.

In this webinar, Dr. Sharon Saline will describe a comprehensive framework for understanding emerging adulthood. She will offer techniques for managing key aspects of independent living related to executive functioning, social, and emotional challenges. Parents will learn how to look for signs of risky behavior and when to intervene. Participants will also learn how to improve skills for better self-management, cope with the stress of ‘adulting,’ and address low self-confidence professionally and personally.

In this webinar, young adults and their caregivers will learn:

• About the importance of treatment adherence, or, in the case of treatment cessation, how to know whether young adults are managing well
• How caregivers can spot risky behavior when their young adult lives away
• About techniques to support independent living and overcome challenges related to executive functioning, social, and emotional issues
• How to handle common scenarios, including living with new roommates, managing challenges on the job, dating, and more

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the  symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO.

The Young Adult’s Guide to ADHD: More Resources

• Symptom Test: Could Your Teen Have an Executive Function Disorder?
• Read: 5 Life Skills Every Young Adult with ADHD Should (Eventually) Master
• eBook: The Parents’ Guide to Raising a Teen with ADHD
• Read: “Mom and Dad, I’m Moving Back Home”

Obtain a Certificate of Attendance

If you attended the live webinar on January 31, 2024, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Sharon Saline, Psy.D., clinical psychologist and author of the award-winning book, What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life and The ADHD Solution Deck specializes in working with children, teens, emerging adults and families living with ADHD, anxiety, learning disabilities, autism, twice exceptionality and mental health issues. (#CommissionsEarned) Her unique perspective, as a sibling in an ADHD home, combined with decades of experience as a clinical psychologist and educator/clinician consultant, assists her in guiding families and adults toward effective communication and closer connections. She lectures and facilitates workshops internationally on topics such as understanding ADHD, executive functioning, anxiety, motivation, different kinds of learners, and the teen brain. Dr. Saline is a regular contributor to ADDitudemag.com and PsychologyToday.com, a featured expert on MASS Appeal on WWLP-TV, and a part-time lecturer at the Smith School for Social Work. Her writing has been featured in numerous online and print publications including MSN, The Psychotherapy Networker, Smith College Studies in Social Work, Attention Magazine, ADDitude Magazine, Psych Central, and Inquirer.com.

Learn more at www.drsharonsaline.com.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

Listener Testimonials

“Wonderful to have a learning opportunity for parents of older children. This is so valuable; I have found so few resources like this, and Dr. Saline was great in presenting to both young adults AND their parents. Thank you!”

“I really enjoyed this webinar. I’m 25 and found it really helpful.”

“Even though I’m a 30-something, and some of the aspects about school and parenting didn’t apply, I found this webinar very helpful. Especially because given my own ADHD diagnosis and executive functioning challenges and not properly confronting and treating them, I find myself closer to the life stage of those in the 20-something range.”

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Help your 2e student avoid burnout by learning its early warning signs and creating systems that reduce their day-to-day overwhelm. Here’s how.

Gifted Kid Burnout: Why It Happens and How to Spot It

The distance between 2e kids’ strengths and challenges is vast. These students may feel incredibly smart at times, like when they master a concept much faster than their peers. But dread and panic set in when dyslexia, ADHD, anxiety, or symptoms of another condition seem to hijack their academic progress.

As twice-exceptional kids navigate this complex, exhausting combination of polar-opposite attributes, their self-concept suffers and imposter syndrome may set in. They may think, “Maybe I’m not so smart after at.” Even comments from parents, teachers, and other adults — “You could achieve so much if you just applied yourself,” or “I know you are capable of so much more” — can fuel self-doubt and stress in these kids.

[Read: Lost, Late, or Burnt Out?]

As school demands inevitably pile up and become more complex, 2e kids need specific and anticipatory supports. Without appropriate supports, the demands outstrip a student’s capacity to cope, and the burnout pattern begins. Signs of 2e burnout include the following:

• withdrawing and closing off from others; moving into a “safe zone”
• irritability and impulsivity; lashing and acting out
• rigid, inflexible thinking; unable to “go with the flow”
• feeling overwhelmed
• feeling trapped and helpless

How to Avoid Burnout: Strategies for Gifted Kids

Look for Patterns

Help your child recognize situations — times, tasks, subjects, and settings — that cause them to feel overwhelmed. This way, they can plan ahead, lean on their strengths, and reduce their chances of burning out. Ask your child questions like the following to increase their self-awareness:

• What time of day do you feel your best? When do you feel your worst?
• Which skills do you enjoy using?
• Which classes and subjects do you enjoy the most? Which ones do you find most challenging, and why?

[Read: How to Teach Emotional Regulation Skills]

Build and Practice Coping Skills

As your child begins to recognize their patterns, encourage them to ask, “How might I respond when I’m in a stressful situation? How can I be flexible when things don’t go as expected? Which coping strategies would help me the most?” Possible coping strategies include the following:

• practicing mindfulness, trying breathing exercises, and observing feelings
• taking breaks, especially during challenging tasks or moments
• saying a positive affirmation
• asking, “If I had a friend who was experiencing this, what advice would I give them?”
• asking parents, teachers, and/or friends for help (social connections are key for promoting resilience)

Coping skills are virtually impossible to learn while stress is unfolding, so help your child practice these skills often. Remind your child that identifying and applying the right coping skills during moments of stress is a process of trial and error that requires patience and persistence.

Create Daily Structure

Visual schedules and routines provide 2e children with the predictability they need to feel in control, conserve resources, and manage stress. Scheduling starts with a bird’s-eye view of important dates — like tests, project deadlines, music recitals — and tapers down to what’s happening on a weekly, daily, and hourly level.

• Color-code must-dos, should-dos, and want-to-dos that comprise your child’s schedule. Viewing to-dos like this can help your child readily adjust plans and make time for what really matters. Downtime and fun time are vital, so be sure to help your child make room for non-academic pursuits and passions.
• Review weekly and daily schedules with the goal of anticipating and reducing stress. At the beginning of each week, ask your child to mark which days ahead might be stressful, and what can be done about it, like practicing coping skills or changing plans to avoid an overloaded schedule. It might be difficult for your child — as is the case for many bright, motivated kids who want to do it all — to drop plans. Remind your child that more is not necessarily better, and that the goal is to reduce stress so they can thrive.
• Develop routines that align with your child’s rhythms. When do they hit their stride? When are they typically hungry? When do they need downtime? How many hours of sleep do they need? What do they need to successfully transition through activities? Build these daily patterns into your child’s schedule.

Provide Supportive Physical Environments

• Establish zones for major tasks — studying, playing, eating, etc. — with all the supplies your child would need for a given activity.
• Declutter spaces to help your child focus in a distraction-free environment.
• Everything has a home; put high-use items, like sports equipment and backpacks, in the same place each time to avoid the unnecessary stress of looking for misplaced items.
• Help your child sort, clean, and repack their backpack as often as needed, whether daily or weekly. Together, create a “clean and ready backpack” checklist.
• Decorate your child’s spaces. Add visuals, sounds, and smells that help your child feel calm and happy.

Maintain Motivation

• Task analyzing — or breaking down a task into smaller steps and incorporating breaks — is an important practice to reduce the feeling of being overwhelmed especially if your child’s first reaction to big projects or difficult subjects is, “There is no way I can do that!”
• What does your child want to accomplish? Help them identify small and big, short-and long-term goals — academic and beyond — that matter to them.
• Use a reward system to help your child stay motivated as they display effort and persistence toward a goal, use their coping skills, and show other desired behaviors. Help them identify rewards of all kinds that genuinely interest them, and assign point values to small and large rewards. Check in often to make sure previously selected rewards and goals still matter to your child.

Gifted Kid Burnout: Next Steps for 2e Kids

• Free Download: 20 Learning Strategies Designed for Students with ADHD
• Read: “I Grew Up Gifted and Autistic — and Suffered the Burnout of Twice Exceptionality”
• Read: “My Gifted Teen Has ADHD — and So. Much. Frustration.”

The content for this article was derived from the ADDitude webinar titled, “Avoiding & Recovering from 2e Burnout: Support for Gifted Students” [Video Replay & Podcast #467] with Mary Ruth Coleman, Ph.D., which was broadcast on August 17, 2023.

References

Coleman M. R. (2016). Recognizing young children with high potential: U-STARS∼PLUS. Annals of the New York Academy of Sciences, 1377(1), 32–43. https://doi.org/10.1111/nyas.13161

Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating exceptional children (14th ed.). Belmont, CA: Cengage.

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Oh, did I mention that I started middle school in a new town? I felt like I had been thrown into shark-infested waters. The one person I happened to know at my new school immediately shunned me because of my ADHD-fueled obsession with Treasure Trolls (it was the ‘90s, after all). My backpack heavily featured the wild-haired, bejeweled dolls, and it was socially disadvantageous to be seen with someone toting such a juvenile accessory. Cue intense rejection sensitive dysphoria.

I did have teachers with reasonable expectations who seemed to care, but I was an undiagnosed student and, although I worked unbelievably hard to maintain a 4.0 most of the time (because, anxiety), my teachers did not temper their disapproval when I misplaced a textbook, forgot an assignment, absent-mindedly wrote on a desktop, or impulsively left my seat. Being made to scrub all the surfaces in the science lab after class under the glare of an adult authority figure I respected caused me no small amount of shame and self-loathing.

Today, I’m the parent of a new middle schooler with ADHD, which is why my own memories of middle school awkwardness and growing pains are flooding back. But I’m using my middle school experiences to help my child transition to a new academic stage with the least amount of stress possible. Here’s what helped him – and us – so far.

Tips for Middle School Newcomers

1. Strengthen existing friendships. My son formed some sweet friendships throughout the fourth and fifth grades. Though many of his friends joined him in his new middle school, we prioritized facilitating time with them outside of school and during the summer before sixth grade. This enabled him to solidify those bonds before middle school rocked the proverbial boat.

[Get This Free Download: Middle School Success Strategies]

2. Sign up for extracurriculars and focus on interests. My son signed up for his new school’s swim team, and he plays trombone for the sixth-grade band. The benefits are three-fold: He gets to partake in activities he enjoys while getting to know other kids who share his interests, which would be more difficult to do otherwise in a school that is more than twice of size of his previous one. The activities he chose also happen to help him regulate his emotions and obsessive behaviors.

3. Establish habits and routines. Despite our best efforts to anticipate the demands of middle school and advise our son accordingly, it hasn’t been smooth sailing. For example, in the beginning of the school year, there were several Sunday nights when my son would suddenly (and anxiously) remember that he had assignments due the following morning that he had yet to begin. It occurred to us then that his teachers no longer required him to keep an agenda for class, which was an expectation in elementary school. While some students probably rejoiced in no longer having to record their assignments, the loss of this invaluable tool was causing my son’s previously successful school routine to break down.

I know that paper planners are essential for my own day-to-day functioning as an adult with ADHD, so we bought my son a paper planner (our county no longer provides them for middle schoolers) and got him back into the habit of adding his assignments here at the end of every class and checking his agenda as soon as he got home. To reinforce the habit, I checked his agenda every day for the first two weeks to make sure that he was using it, and I signed each entry, as his teachers had required us to do in elementary school. Now, he manages his assignment book on his own and has learned that, for those of us with ADHD, habits and routines, while tedious, are our friends.

4. Ride a few waves on your own. So far, middle school has been an exercise in finding tools and strategies that work for our son and encouraging him to use them independently. Gaining a sense of autonomy is an important part of growth, but striking a balance between guiding our pre-teens and giving them ownership of their school experience is tricky. We don’t want to let them drown, but it’s okay – healthy even – to let them ride a few waves on their own. In fact, it’s imperative that they do.

[Read: Resilience Begins with Responsibility — The Power of Service for Kids with ADHD]

5. Be patient and give yourself grace. At the end of a long day away from us, my son (and all middle schoolers) need a safe space to decompress, express their emotions, engage in their interests, and… play! Our kids are now pre-teens who have body hair, wear deodorant, and will soon be taller than their moms, but they’re still kids — and they need our patience and understanding during this critical juncture in their young lives.

How to Survive Middle School with ADHD: Next Steps

• Read: “What No One Ever Told Me About the Middle School Transition with ADHD”
• Read: Help Kids Get Their Middle School Mojo
• Read: Riding the Emotional Waves of Middle School

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Throughout the college application process, I learned the importance of surrounding myself with people and environments that set me up for success. Here’s more advice for neurodivergent students evaluating and applying to colleges.

1. Plan Ahead

My first piece of advice is to plan as far ahead as possible! My college search began sophomore year when I set up a meeting with my college admissions counselor. No major plans were made, but I gained a basic understanding of when and how I would apply to schools.

[Free Download: Securing Accommodations in College]

2. Take Standardized Tests Early

I took the ACT for the first time the summer before my junior year. I highly recommend doing this. This gives you time to practice and make room for improvement. It also ensures you have testing accommodations in place. Fortunately, I am a good (albeit slow) test taker and eligible for extra time because of my ADHD. Alternatively, you may opt to apply to test-optional colleges and use the time to focus on other application parts.

3. Gather Research

Beyond taking the ACT, most of my prep work before senior year comprised attending college information sessions, researching schools, and brainstorming essay ideas. I gathered as much information as possible on the universities’ academics, costs, and accommodation programs. However, finding a strong and collaborative student community was my most important job. By the spring of junior year, I had compiled my list of colleges and ranked the University of Notre Dame as my top choice.

4. Brainstorm Essay Ideas

I began drafting a Common App essay the summer before senior year. Give yourself plenty of time to brainstorm ideas before you start writing. Great ideas do not happen overnight.

5. Get Feedback

Ask others to read your essays and offer feedback. I love storytelling, but my grammar is never great. One friend had the opposite problem, so we helped each other; I brainstormed ideas for him, and he fixed all my comma errors. Trading also prevented me from procrastinating.

6. Pick a Writing Strategy

Find a writing strategy for your college essay that works with how your brain thinks. If you are unsure, take a creative writing class. My essay was closer to poetry than an academic essay. I tried to have a strong narrative and told unique stories from my life, such as hanging a wagon in a Magnolia tree, traveling to see a solar eclipse, learning life lessons at summer camp, and being admitted into a secret theater society.

7. Give Yourself Grace

Be sure to give yourself grace. I am very grateful to attend Notre Dame. However, I’ve learned that no matter how hard I work, some things don’t end up as I imagined. During my recent search for a summer internship, I didn’t receive interviews for several large companies I absolutely loved and had networked with for months. The waiting game was so tough. Though I was disappointed, I kept putting myself out there, talked to other companies, and applied for jobs. I eventually did receive an amazing offer unexpectedly from one conversation at a career fair with a small boutique consulting firm. The company completely changed my perspective on the industry, and I made a very different decision than I initially thought I would.

[Self-Test: Could My Child Have a Learning Difference?]

8. Keep An Open Mind

Good can be found in all places. I imagined myself at Notre Dame and have loved my college years. At the same time, my summer internship completely took me by surprise, and yet, I know it will be a fantastic experience. I cannot emphasize enough the importance of openness and perseverance. Remember that, as a student with learning differences and ADHD you have had to work especially hard to find your place in the world. I am fully confident that by prioritizing a supportive community, planning, and having an open mind, you will find yourself surrounded by amazing opportunities and people better than you can imagine.

ADHD College Advice: Next Steps

• Blog: “Yes, You Do Belong in College”
• Read: Choosing Your Dream College: 6 Criteria for Students with ADHD
• Free Download: What Are Your Teen’s Weakest Executive Functions?
• Watch: “The College Application Guide for Neurodivergent Students”

Meaghan Northup grew up in Louisville, Kentucky, and is a junior at the University of Notre Dame, where she is studying Business Analytics and French.

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.